A PROJECT REPORT ON

STUDY OF TRAINING PRACTICES & EVALUATION OF EFFECTIVENESS

AT LARSEN & TOUBRO LIMITED, FARIDABAD

Submitted in the partial fulfillment for the award of degree of Master o B!s"#ess A$%"#"strat"o#
S!&%"tte$ B'( Ree%a M)B)A) *IB+ ,RD SEM) I#ter#a- G!"$e ( Dr) Ma#"s/ B"s/t Dea# 3 GEU De/ra$!# E.ter#a- G!"$e ( Mr) 0"tes/ 1!%ar Ya$a2 Ma#a4er 0!%a# Reso!r5es

Gra6/"5 Era U#"2ers"t' De/ra$!#

DECLARATION

I, Reema student of Masters of Business Administration from Graphic Era University declare hereby that I ha e com!leted my !ro"ect on Study of Training Practices & Evaluation of Effectiveness as a !art of the course re#uirement$ I further declare that the information !resented in this !ro"ect is true and ori%inal to the best of my &no'led%e$

(lace) Date)

Reema MBA*I$B$ +, rd sem-

AC.NO/LED0EMENT
I 'ould li&e to than& all !eo!le 'ho ha e hel!ed and ins!ired me durin% my internshi!$ I es!ecially 'ant to than& my industry %uide, Mr !itesh "adav, for his %uidance durin% my research and study at #$RSE% $%& T'U(R'$ 1is !er!etual ener%y and enthusiasm in research had moti ated me$ In addition, he 'as al'ays accessible and 'illin% to hel! me 'ith my study$ I 'as deli%hted to interact 'ith Mr Rohit Sinha, his insi%hts to human resource is second to none$ I 'ill li&e to than& the 'hole 1R Team for bein% so &ind and hel!ful$ The associated e2!erience broadened my !ers!ecti e on the !ractical as!ects in the industry$ Than&s to the em!loyees of L3T 'ho 'ere in ol ed in the !ro"ect directly or indirectly 'ho too& out time to hel! me in my data collection by fillin% u! of feedbac& forms$ My dee!est %ratitude %oes to my family for their unfla%%in% lo e and su!!ort throu%hout my life4 this !ro"ect is sim!ly im!ossible 'ithout them$ My se en 'ee&s at LAR5EN AND TO6BRO o!ened my mind and moti ated me to a %reat e2tent$ Reema MBA+,rd sem0ra!hic Era 6ni ersity

Co#te#t
Pa4e #o
Declaration Ac&no'led%ement 7$ ;$ ,$ Introduction8888888888888888$$$888$888888$$ 9*: 7$7$ Im!ortance of trainin% 7$;$ Ob"ecti es of Research Literature Re ie'888888888888888888888888$ <*= .ey Conce!ts8888888888888888888888888 7>*;; ,$7$ Trainin% need Identification ,$;$ /hy Trainin% need Identification ,$,$ Im!ortance of trainin% need Identification ,$? Methods of Identifyin% trainin% needs ,$9 Techni#ues of Identifyin% Trainin% needs ,$: .ir&!atric& model About Larsen 3 Toubro88888888888888888888$$ ;,*?9 ?$7Com!any (rofile ?$7$7$ O er ie' ?$7$;$ 1istory ?$7$,$ The @ourney ?$7$?$ 0lobal (resence ?$7$A$ L 3 T at 0lance ?$7$9$ 1R in ECC Di ision ?$7$:$ A'ards for 1R (ractices ?$7$<$ L 3 T Business at Baridabad ?$7$=$ Cision ?$7>$ 0rade 5tructure ?$77$ Leadershi! Team ?$; 1R (ractices at L 3 T ?$;$7$ T 3 D Model for E 3 C ?$;$; Trainin% (ro%ram Desi%n (rocess ?$;$, (eo!le De elo!ment Initiati e at L 3 T ?$;$? Leadershi! (ro%ram ?$;$9 Mana%ement Leadershi! (ro%ram ?$;$: 5u!er isory Leadershi! (ro%ram

?$

$$

A$

Research Methodolo%y88888888888888888$ ?:*?= A$7$ Locale of the study A$;$ 5am!le 5tudy A$,$ Data Collection Analysis and Inter!retation888888888888888$$ A>*:? Conclusions and Recommendations88888888888$ :A*:: Biblio%ra!hy 8888888888888888888888 :<

9$ :$ <$

7$ INTROD6CTION 7$7 Im!ortance of trainin%

Larsen and Toubro Limited is a leader in its field and to maintain its !osition follo'in% amon% its com!etitors li&e (un" Lloyd, Lur%i, 5amsun% En%ineerin% etc$, it needs to ha e a com!etiti e ad anta%e offered by arious Trainin% 3 De elo!ment +T3D- (ractices$ Conductin% trainin% !ro%rams under the ma"or com!etencies li&e Leadershi!, Technical and OD s!ecific hel!s the or%aniDation in the follo'in% areas) It hel!s in o!timiDin% the human resource that further hel!s the em!loyee to achie e the or%aniDational %oals as 'ell as their indi idual %oals$ It hel!s to !ro ide an o!!ortunity and broad structure for the de elo!ment of human resources technical and beha ioral s&ills in an or%aniDation$ It also hel!s the em!loyees in attainin% !ersonal %ro'th$ It hel!s in increasin% the "ob &no'led%e and s&ills of em!loyees at each le el$ It hel!s to e2!and the horiDons of human intellect and an o erall !ersonality of the em!loyees$ It hel!s in inculcatin% the sense of team 'or&, team s!irit, and inter* team collaborations$ It hel!s in inculcatin% the Deal to learn 'ithin the em!loyees$ It hel!s in buildin% the !ositi e !erce!tion and feelin% about the or%aniDation$ The em!loyees %et these feelin%s from leaders, subordinates, and !eers$ It hel!s in im!ro in% u!on the #uality of 'or& and 'or&*life$ It hel!s in de elo!in% leadershi! s&ills, loyalty, better attitude and other as!ects that successful 'or&ers and mana%ers usually dis!lay$

7$;$Ob"ecti es of Research
This research reflects on the !resent reaction of the em!loyees to the arious trainin% and de elo!ment !ro%rams at L3T$ In the !rocess, it also aims to collect more detailed information on the sub"ect of trainin% includin% the arious as!ects li&e identification of trainin% needs, trainin% !ractices in L 3 T and effecti eness e aluation of the different !ro%rams$ The ob"ecti es are as follo's 7$ To %ain familiarity 'ith and to achie e insi%hts into the trainin% and de elo!ment !ractices at L3T$ ;$ To study the 'ays in 'hich trainin% needs of the em!loyees are identified for the arious em!loyees at different le els$ ,$ To test si%nificance of association bet'een the different !arameters that may be affectin% the trainin% effecti eness and the effecti eness itself$ ?$ To test the effecti eness of the trainin% !ro%rams by calculatin% the fre#uency module of each score$ To su%%est 'ays of im!ro in% the #uality and effecti eness of the trainin% !ro%rams after analyD in the arious factors that affect the effecti eness of the trainin% !ro%rams so s to %et ma2imum cost benefit and e2!lainin% the in estment made in T3D

;$ LITERAT6RE RECIE/
To su!!ort the study and to %et an idea on the to!ic, a number of !re ious studies, articles and conce!ts 'ere researched$ These are bein% summariDed belo'$ @ames A$ Tan et al$ +;>>,- in the article EThe Role of Em!loyee Reactions in (redictin% Trainin% Effecti enessF !ro!osed that distin%uishin% bet'een affecti e and co%niti e em!loyee reactions may im!ro e the !rediction of trainee learnin%$ The results indicated that co%niti e em!loyee reactions are related to both em!loyee learnin% and em!loyee beha ior$ Moreo er, contrary to !o!ular notion, ne%ati e affecti e reactions best !redicted em!loyee learnin%$ Bor this they studied the reactions throu%h #uestionnaires and also tested arious hy!othesis and a!!lied re%ression analysis to find out the most im!ortant factors affectin% the trainin% effecti eness$ Another study called EThe effects of trainin% desi%n, indi idual characteristics and 'or& en ironment on transfer of trainin%F by Ra#uel Celada et al$ +;>>:- 'as done to %ain insi%ht into some of the factors that determine the transfer of trainin% to the 'or& conte2t$ The research e2amined the relationshi! bet'een three ty!es of !redictors on transfer of trainin%, includin% trainin% desi%n, indi idual characteristics and 'or& en ironment$ Data 'as collected at t'o !oints in time from 7<; em!loyees in a lar%e %rocery or%aniDation$ The results indicated that transfer desi%n, !erformance self*efficacy, trainin% retention and !erformance feedbac& 'ere si%nificantly related to transfer of trainin%$ Contrary to e2!ectation, su!er isory su!!ort 'as not si%nificantly related to transfer of trainin%$ These results su%%est that in order to enhance transfer of trainin%, or%aniDations should desi%n trainin% that %i es trainees the ability to transfer learnin%, reinforces the traineeGs beliefs in their ability to transfer, ensures the trainin% content is retained o er time and !ro ides a!!ro!riate feedbac& re%ardin% em!loyee "ob !erformance follo'in% trainin% acti ities$

In a study entitled EThe Relationshi! Bet'een 5atisfaction 'ith /or&!lace Trainin% and O erall @ob 5atisfactionF by 5te en /$ 5chmidt +;>>:-, the relationshi! bet'een satisfaction 'ith em!loyer*!ro ided 'or&!lace trainin% and o erall "ob satisfaction of customer contact re!resentati es 'as e2amined$ A si%nificant relationshi! 'as found bet'een "ob trainin% satisfaction and o erall "ob satisfaction$ In an article EDesi%nin% trainin% inter entions) human or technical s&ills trainin%HF Eu%enia N$ (etridou and Charalambos T$ 5!athis +;>>7in esti%ate in the arious #ualities of the trainees that effect the choice of the ty!e of trainin%$ A classification model is !ro!osed 'hich allo's the selection and 'ei%htin% of the candidate traineesG !ersonal and occu!ational differences in order to !artici!ate in one of the t'o ty!es of trainin%$ By means of the ste!'ise lo%istic re%ression method, %ender, a%e, education, attitudes to'ards trainin%, mana%erial le el and "ob tenure ha e been identified as the si%nificant ariables associated 'ith ty!e of trainin%$ The im!ortance of continued trainin% and s&ill de elo!ment has also been hi%hli%hted by a recent international 'or&!lace sur ey that sho's a!!ro2imately nine out of ten Indian res!ondents belie e their current s&ills 'ill be outdated 'ithin fi e years$ The sur ey, by .elly 5er ices, finds more than a third of the res!ondents belie e the trainin% currently !ro ided by their em!loyers 'ill not meet their future career needs$ The .elly 0lobal /or&force Inde2 obtained the ie's of nearly 7>>,>>> !eo!le in ,? countries includin% almost A,>>> in India$ The sur ey also hi%hli%hts the si%nificance that em!loyees across the %enerational a%e %rou!s !lace on trainin% and s&ills de elo!ment to sustain them in a ra!idly chan%in% labour mar&et$ Luc 5els in the article IMore is not necessarily betterG) the relationshi! bet'een the #uantity and #uality of trainin% efforts, states that the in estment le el does not necessarily determine the #uality of the trainin% !rocesses and 'or&s to find out the e2tent to 'hich com!anies monitor the

systematic de elo!ment of sufficiently effecti e trainin% !rocesses alon% 'ith findin% out the correlation bet'een the le el of financial in estment in com!any trainin% and the #uality of trainin% !rocesses$

,$ .EJ CONCE(T5 ,$7 Trainin% need identification

Trainin% need identification !rocess is a series of acti ities conducted to identify !roblems or other issues in the 'or&!lace, and to determine 'hether trainin% is an a!!ro!riate res!onse$ It is usually the first ste! ta&en to cause a chan%e$ This is mainly because needs identification s!ecifically defines the %a! bet'een the current and the desired indi idual and or%aniDational !erformances$ It is a tool utiliDed to identify 'hat educational courses or acti ities should be !ro ided to em!loyees to im!ro e their 'or& !roducti ity$ 1ere the focus should be !laced on needs as o!!osed to desires of the em!loyees for a constructi e outcome$ Inorder to em!hasiDe the im!ortance of trainin% need identification 'e can focus on the follo'in% areas) *

To !in!oint if trainin% 'ill ma&e a difference in !roducti ity and the bottom line$ To decide 'hat s!ecific trainin% each em!loyee needs and 'hat 'ill im!ro e his or her "ob !erformance$

To differentiate bet'een the need for trainin% and or%aniDational issues and brin% about a match bet'een indi idual as!irations and or%aniDational %oals$

Identification of trainin% needs, if done !ro!erly, !ro ides the basis on 'hich all other trainin% acti ities can be considered$ Identification of trainin% needs is im!ortant from both the or%aniDational !oint of ie' as 'ell as from an indi idualKs !oint of ie'$ Brom an or%anisationKs !oint of 10

ie' it is im!ortant because an or%anisation has ob"ecti es that it 'ants to achie e for the benefit of all sta&eholders or members, includin% o'ners, em!loyees, customers, su!!liers, and nei%hbours$ These ob"ecti es can be achie ed only throu%h harnessin% the abilities of its !eo!le, releasin% !otential and ma2imiDin% o!!ortunities for de elo!ment$ Therefore, !eo!le must &no' 'hat they need to learn in order to achie e or%aniDational %oals$ 5imilarly, if seen from an indi idualKs !oint of ie', !eo!le ha e as!irations, they 'ant to de elo! and in order to learn and use ne' abilities, and !eo!le need a!!ro!riate o!!ortunities, resources, and conditions$ Therefore, to meet !eo!leKs as!irations, the or%aniDation must !ro ide effecti e and attracti e learnin% resources and conditions$ Also in order to brin% a synchroniDation bet'een or%aniDational and indi idual ob"ecti es !eo!le need to #uestion the 'ay they do thin%s$ And this is !recisely the hidden ob"ecti e behind any trainin% need identification !rocess$ It should ideally be a lon%*term !rocess of encoura%in% em!loyees to ta&e an acti e in ol ement in their o'n de elo!ment, thus increasin% their commitment to learnin%, to their 'or&, and to the or%aniDation as a 'hole$

,$; /hy trainin% need identification H

An in*house trainer or a consultant !erforms a needs identification to collect and document information concernin% any of the follo'in% three issues 7$(erformance!roblems ;$Antici!ated introduction of ne' system, tas& or technolo%y ,$A desire by the or%aniDation to benefit from a !ercei ed o!!ortunity In all three situations, the startin% !oint is a desire to effect a chan%e$ Needs identification often re eals the need for 'ell*tar%eted trainin% areas$ 1o'e er, 'e must &ee! in mind that trainin% is not al'ays the best 'ay to 11

try to close a !articular %a! bet'een an or%aniDationGs %oals and its actual !erformance$ Those conductin% the needs identification must %et a clear idea of the !roblem, loo& at all !ossible remedies and re!ort on their findin%s to mana%ement before decidin% on the best solution$ /hen !ro!erly done, needs identification is a 'ise in estment for the or%aniDation$ It sa es time, money and effort by 'or&in% on the ri%ht !roblems$ Or%aniDations that fail to su!!ort needs identification ma&e costly mista&es4 they use trainin% 'hen another method 'ould ha e been more effecti e4 they use too much or too little trainin%, or they use trainin% but fail to follo' u! on it$ A 'ell*!erformed analysis !ro ides the information that can lead to solutions that focus on the areas of %reatest need$ (rocess of conductin% trainin% needs identification is a systematic one based on s!ecific information*%atherin% techni#ues$ Needs identification !roceeds in sta%es,'ith the findin%s of one sta%e affectin% and hel!in% to sha!e the ne2t one$ There is no easy or shortcut formula for carryin% out this !rocess$ Each !articular situation re#uires its o'n mi2 of obser in%, !robin%, analyDin% and deductin%$ In many 'ays, the needs identification is li&e detecti e 'or&4 you follo' u! on e ery lead, chec& e ery !iece of information and e2amine e ery alternati e before dra'in% any solid conclusions$ Only then one can ensure of ha in% the e idence on 'hich to base a sound strate%y for !roblem sol in%$ A needs identification is not a one*time e ent$ (rofessional or%aniDations administer needs analysis at re%ular inter als$

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,$, Im!ortance of trainin% need identification

6nless the ri%ht #uality of human ca!ital is !resent, or%aniDations may stru%%le to im!lement strate%ies and achie e tar%ets$ AnalyDin% the areas 'here ca!ability needs to be enhanced allo's or%aniDations to create a human ca!ital in estment strate%y to su!!ort business ob"ecti es$

(ro idin% learnin% o!!ortunities to staff enables them to de elo! and achie e !ersonal and career %oals$ /ell*!lanned trainin% is an effecti e retention strate%y, !articularly for ambitious and e2ternally mobile em!loyees$ All trainin% !ro ision should be desi%ned to meet !re iously identified learnin% needs in order to be cost*effecti e$ If an initial assessment usin% the correct assum!tions is made about 'ho needs to learn 'hat, then it is li&ely that effecti e trainin% or learnin% !ro ision 'ill result$

1a in% a clear idea of 'hat needs to be learned and the outcomes e2!ected !ro ides a foundation for trainin% and learnin% !rofessionals to e aluate the effecti eness of im!lementation of the learnin% strate%y$

,$? Methods of Identifyin% Trainin% Needs

Trainin% needs 'ill differ 'ith the bac&%rounds of the em!loyees to be trained, and their !resent status in the or%aniDation$ A candidate for trainin% may come from any one of three %rou!s 7$ Ne' 1ires ;$ Ceteran em!loyees$

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,$ Trainees currently in the trainin% !i!eline L Ne' 1ires The ne' em!loyees 'ill normally be of some'hat different bac&%rounds$ Bein% ne', they are not familiar 'ith their ne' em!loyers$ As a result, the earliest !hases of the trainin% must concentrate on com!any orientation$ Durin% these !hases, the or%aniDation !olicies and administrati e details should be co ered$ It is also a suitable time to ac#uaint the trainees 'ith 'hat is e2!ected from him, and ho' he 'ill be e aluated throu%hout the !hase of trainin%$ L Retainin% 3 6!%radin% Ceteran Em!loyees The !eo!le in this cate%ory offer a challen%e to the trainin% de!artment$ Therefore, the number and amount of trainin% re#uired by this cate%ory should be carefully considered$ Often the retrainin% and u!%radin% of former em!loyees can be ery re'ardin% for trainin% instructors$There are ad anta%es in &ee!in% this %rou! intact and tailorin% the !ro%ram to their needs$ On the other hand, this cate%ory of em!loyees can also ma&e si%nificant contribution to trainin% if they are co*min%led 'ith the ne' hires$ L (i!eline Em!loyee Re#uirements A %ood trainin% !ro%ram 'ill normally ha e !artici!ants in arious !hases of com!eletion$ An a'areness of com!letion dates and ho' the !otential em!loyee 'ill be em!loyed should be the concern of the trainin% staff and the em!loyeeGs su!er isor$ A trainee should ha e a challen%e in all !hases of his trainin%$ Therefore, it is recommended that thorou%h interim test* 'or& be %i en to !i!eline em!loyees in !eriods bet'een formal classes$ This may ta&e the form of solidifyin% 'hat he learned in the !rior !hase and ser e as !re!aration for the comin% !hases$

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,$A Techni#ues of identifyin% trainin% needs

7$ Obser ation In this a!!roach, an em!loyeeGs !erformance itself is a source of information$ needs /or&erGs is !erformance that one is e aluated throu%h first*hand and obser ation and analysis$.ey ad anta%e of usin% direct obser ation in the identification %ains first*hand &no'led%e understandin% of the "ob bein% !erformed and the stren%ths and 'ea&nesses of the rele ant 'or&er$ ;$ Inter ie's It allo's to meet em!loyees face to face to discuss their im!ressions of !erformance$ In con ersation 'ith 'or&ers, one can e2!lore their res!onses in de!th$ It hel!s in obtainin% !erformance deficiencies$ ,$ Muestionnaires A #uestionnaire is a sort of inter ie' on !a!er$The &ey ad anta%e of a #uestionnaire is that one can include e ery !erson from 'hom 'e 'ant in!ut$$ E ery em!loyee is as&ed the identical #uestions, and conse#uently data is ery easy to com!ile and analyDe$ Muestionnaires can be useful in obtainin% a I bi% !icture G of 'hat a lar%e number of em!loyees thin& 'hile allo'in% e eryone to feel that they ha e had an o!!ortunity to !artici!ate in the needs identification !rocess$ full understandin% of their

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?$ @ob Descri!tions Before establishin% a "ob descri!tion, a "ob analysis must be made$ This "ob analysis in ol es a thorou%h study of all res!onsibilities of the rele ant "ob$ It is com!any 'ide in sco!e and should be detailed to such a de%ree that those conductin% the trainin% can use the "ob analysis as a yardstic& for their course content$ /hen an em!loyeeGs "ob descri!tion has been defined, the trainer can easily tailor his trainin% curriculum to a ery close !ro2imity of 'hat 'ill be e2!ected of the em!loyees$ A$ The Difficulty Analysis Difficulty Analysis establishes 'hich of the duties cause the em!loyee the %reatest amount of troubles and ho' this trouble can be reduced throu%h better trainin%$ 9$ (roblem 5ol in% Conference Another time*tested techni#ue for %atherin% needs analysis material from em!loyees is to conduct !eriodic !roblem sol in% conferences 'hich may ta&e the form of or be !art of a !lan for a ne' !roduct, tas& or technolo%y$ It is al'ays hel!ful to utiliDe an outside consultant to moderate such sessions$The current !roblems 'ill e ol e that re!resent !otential areas for trainin%$ :$ A!!raisal Re ie's Beed* bac& at a!!raisal inter ie' time is aluable since it is timely

information$ Trainin% needs differ from 'or&er to 'or&er, and a!!raisal sessions allo' the em!loyee and su!er isor N mana%er to unco er the cause of 'ea&nesses in !erformance$ These deficiencies re!resent areas for trainin%$

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,$9 Trainin% Methods

Trainin% methods are means of attainin% desired ob"ecti es set for a trainin% !ro%ramme$ The choice of trainin% methods 'ould de!end on a ariety of factors, such as !ur!ose of trainin%, nature of contents, rele ance to the !artici!ants, le el of trainees, com!etence of trainers, cost, etc$ The methods can be broadly cate%oriDed into four %rou!s under) On*the*"ob oriented trainin% methods 5imulations method .no'led%e*based methods E2!erimental methods

On*the*"ob oriented trainin% methods * Methods in this cluster are centered around the "ob, i$e$, learnin% on the "ob itself by a ariety of methods$ +i- On*the*"ob Trainin% O Ma"ority of the industrial trainin% is of the on*the* "ob trainin% ty!e$ It is the most common a!!roach to trainin% 'hich can ran%e from relati ely unso!histicated Eobser e and co!yF method to hi%hly structured courses$ O@T is conducted at the 'or& site and in the conte2t of the "ob$ It is the effecti e method as the trainees learn by he e2!erience, ma&in% him or her hi%hly com!etent$ The trainin% is free from an artificial situation of classroom$ This contributes to the effecti eness of the !ro%ramme$ +ii- @ob Instruction Trainin% O In this method, a trainer %i es instruction to an em!loyee ho' to !erform his "ob$ This method of trainin% is a!!ro!riate for ac#uisition or im!ro ement of motor s&ills and routine and re!etiti e o!erations$ It in ol es !re!aration, !resentation, !erformance and follo' u!$

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+iii-

Coachin% O In this method, the su!erior teaches the ne' em!loyee

about the &no'led%e and s&ills of a s!ecifically defined "ob$ The su!erior !oints out the mista&es committed by the ne' em!loyee and then also %i e su%%estions to im!ro e u!on$ +i - @ob Rotation O In this method, a trainees mo es from one "ob to another and from one de!artmentNdi ision to another$ It is more a!!ro!riate for de elo!in% multis&illin%, o!erational fle2ibility, !ro idin% satisfaction from ne' "obs and broadenin% the o erall !ers!ecti e of the trainee$ 5imulation Methods * It is a techni#ue 'hich du!licates, as nearly as !ossible, the actual conditions encountered on a "ob$ It is an attem!t to create a realistic decision*ma&in% en ironment for the trainee$ The methods fallin% in this cate%ory are) +i- Case 5tudy * It is an 'ritten descri!tion of an actual situation in business 'hich !ro o&es, in the reader, the need to decide 'hat is %oin% on, 'hat the situation really is or 'hat the !roblems are, and 'hat can or should be done$ The cases re!resent attem!ts to describe, as accurately as !ossible, real !roblem that mana%ers ha e faced$ +ii- Role (layin% O It %enerally focuses on emotional issues rather than actual ones$ The essence of role !layin% is to create a realistic situation, and then ha e the trainees assume the !arts of s!ecific !ersonalities in the situation$ It hel!s to !romote inter!ersonal relations$ Attitude chan%e is another result of role !layin%$ +iii- In*Bas&et E2ercise O It is also called IIn*TrayG method of trainin%$ The trainee is !ro ided 'ith a !ac& of !a!ers and files in a tray containin% administrati e !roblems and are as&ed to ta&e decisions on these 'ithin a s!ecified time limit$ The trainees are !ro ided feedbac& on their decisions$

18

This forces them to reconsider their administrati e actions and beha ioural style$ +i - Mana%ement 0ames O The %ame is de ised on the model of a business situation$ Then, trainees are di ided into %rou!s 'ho re!resent the mana%ement of com!etin% com!anies$ They ma&e decisions, "ust li&e real life situations$ These are e aluated and the li&ely im!lications of the decisions are fed bac& to the %rou!s$ + - Cestibule Trainin% O This is a system in 'hich em!loyees learn their "obs on the e#ui!ment they 'ill be usin%, but the trainin% is conducted a'ay from actual 'or& floor$ It is commonly used for trainin% !ersonnel of clerical and semi*s&illed %rades$ .no'led%e Based Methods* In this method, an attem!t is made to im!art em!loyees &no'led%e in any sub"ect area$ The common methods that falll into this cate%ory are4 +i- Lectures* It is a erbal !resentation of information by an instructor to a lar%e audience$ It is a lo' cost method $ The ma"or limitation of this method is that it does not !ro ide for acti e in ol ement of the trainees$ +ii- ConferencesN5eminars* In this method, the trainer deli ers a lecture on the !articular sub"ect 'hich is follo'ed by #ueries and discussions$ It is used to hel! em!loyees de elo! !roblem*sol in% s&ills$ +iii- (ro%rammed Instruction* It is based on the !rinci!le of !ositi e reinforcement de elo!ed by B$B$5&inner$ The sub"ect matter to be learned is !re!ared and condensed into lo%ical se#uence from sim!le to more com!le2$ The trainee %ets instant feedbac& on his learnin%$ E2!erimental Methods* The ob"ecti e is to hel! an indi idual understand one self and others$ This is done throu%h attitudinal chan%e$ 5uch

19

understandin% hel!s an indi idual understands the dynamics of human relationshi!s in 'or& situation$ One of the common method in this is 5ensiti ity trainin%$ +i5ensiti ity Trainin%* The ob"ecti es of sensiti ity trainin% are to !ro ide the !artici!ants 'ith increased a'areness of their o'n beha iour and ho' others !ercei e them*%reater sensiti ity to the beha iour of others, and increased understandin% of %rou! !rocesses$ It %o by a ariety of names* laboratory trainin%, encounter %rou!s or T %rou!s$

,$: .ir&!atric& model

The most 'ell*&no'n and used model for measurin% the effecti eness of trainin% !ro%rams 'as de elo!ed by Donald .ir&!atric& in the late 7=A>s$ It has since been ada!ted and modified by a number of 'riters, ho'e er, the basic structure has 'ell stood the test of time$ The basic structure of .ir&!atric&Gs four*le el model is sho'n here$

Kirkpatrick Model for Evaluating Effectiveness of Training

Programs
R e s ! -t

s Be/a2"ora5/a#4e
Lear#"#4 C/a#4e "# rea5t"o#

20

An e aluation at each le el ans'ers 'hether a fundamental re#uirement of the trainin% !ro%ram 'as met$ ItGs not that conductin% an e aluation at one le el is more im!ortant that another$ All le els of e aluation are im!ortant$ In fact, the .ir&!atric& model e2!lains the usefulness of !erformin% trainin% e aluations at each le el$ Each le el !ro ides a dia%nostic chec&!oint for !roblems at the succeedin% le el$ 5o, if !artici!ants did not learn +Le el ;-, !artici!ant reactions %athered at Le el 7 +Reaction- 'ill re eal the barriers to learnin%$ No' mo in% u! to the ne2t le el, if !artici!ants did not use the s&ills once bac& in the 'or&!lace +Le el ,-, !erha!s they did not learn the re#uired s&ills in the first !lace +Le el ;-$ The difficulty and cost of conductin% an e aluation increases as you mo e u! the le els$ 5o, you 'ill need to consider carefully 'hat le els of e aluation you 'ill conduct for 'hich !ro%rams$ Jou may decide to conduct Le el 7 e aluations +Reaction- for all !ro%rams, Le el ; e aluations +Learnin%- for Ehard*s&illsF !ro%rams only, Le el , e aluations +Beha ior- for strate%ic !ro%rams only and Le el ? e aluations +Results- for !ro%rams costin% hi%h$ 6sin% the .ir&!atric& Model Le el 7 +Chan%e in Reaction

com!leted !artici!ant feedbac& #uestionnaire informal comments from !artici!ants focus %rou! sessions 'ith !artici!ants

Le el ; +Learnin%

!re* and !ost*test scores on*the*"ob assessments 21

su!er isor re!orts

Le el , +Beha ior

com!leted self*assessment #uestionnaire on*the*"ob obser ation re!orts from customers, !eers and !artici!antGs mana%er

Le el ? +Results

financial re!orts #uality ins!ections inter ie' 'ith sales mana%er

22

?$ ABO6T LAR5EN AND TO6BRO ?$7$7$ O er ie'

Larsen 3 Toubro Limited +L3T- is a technolo%y, en%ineerin%, construction and manufacturin% com!any$ It is one of the lar%est and most res!ected com!anies in IndiaKs !ri ate sector$ 5e en decades of a stron%, customer*focused a!!roach and the continuous #uest for 'orld*class #uality ha e enabled it to attain and sustain leadershi! in all its ma"or lines of business$ L3T has an international !resence, 'ith a %lobal s!read of offices$ A thrust on international business has seen o erseas earnin%s %ro' si%nificantly$ It continues to %ro' its o erseas manufacturin% foot!rint, 'ith facilities in China and the 0ulf re%ion$ The com!anyKs businesses are su!!orted by a 'ide mar&etin% and distribution net'or&, and ha e established a re!utation for stron% customer su!!ort$ L3T belie es that !ro%ress must be achie ed in harmony 'ith the en ironment$ A commitment to community 'elfare and en ironmental !rotection are an inte%ral !art of the cor!orate ision$ O(ERATIN0 ACTICITIE5 En%ineerin% 3 Construction (ro"ects +E3C1ea y En%ineerin% +1EDEn%ineerin% Construction 3 Contracts +ECCElectrical 3 Electronics +EB0Machinery 3 Industrial (roducts +MI(DInformation Technolo%y 3 En%ineerin% 5er ices

23

?$7$;$ 1istory
The e olution of L3T into the countryKs lar%est en%ineerin% and construction or%aniDation is amon% the most remar&able success stories in Indian industry$ L3T 'as founded in Bombay +Mumbai- in 7=,< by t'o Danish en%ineers, 1ennin% 1olc&*Larsen and 5oren .ristian Toubro$ Both of them 'ere stron%ly committed to de elo!in% IndiaKs en%ineerin% ca!abilities to meet the demands of industry$

1ennin% 1olc&*Larsen +?$:$7=>: * ;:$:$;>>,-

5oren .ristina Toubro +;:$>;$7=>9 * ?$,$7=<;-

Be%innin% 'ith the im!ort of machinery from Euro!e, L3T ra!idly too& on en%ineerin% and construction assi%nments of increasin% 5o!histication$ Today the com!any sets en%ineerin% benchmar& in terms of scale and com!le2ity$ 1ennin% 1olc&*Larsen and 5oren .ristian Toubro, school*mates in Denmar& 'ould not ha e dreamt as they 'ere learnin% about India in history classes that they 'ould one day create history in that land$ In 7=,<, the t'o friends decided to for%o the comforts of 'or&in% in Euro!e, and started their o'n o!eration in India$ Their first office in Mumbai +Bombay- 'as so small that only one of the !artners could use the office at a time$

24

In the early years, they re!resented Danish manufacturers of dairy e#ui!ment for a modest retainer$ But 'ith the start of the 5econd /orld /ar in 7==,, im!orts 'ere restricted, com!ellin% them to start a small 'or&* sho! to underta&e "obs and !ro ide ser ice facilities$ 0ermanyKs in asion of Denmar& in 7=?> sto!!ed su!!lies of Danish !roducts$ This crisis forced the !artners to stand on their o'n feet and inno ate$ They started manufacturin% dairy e#ui!ment indi%enously$ These !roducts !ro ed to be a success, and L3T came to be reco%niDed as a reliable fabricator 'ith hi%h standards$ The 'ar*time need to re!air and refit shi!s offered L3T an o!!ortunity, and led to the formation of a ne' com!any, , 1ilda Ltd$, to handle these o!erations$ L3T also started t'o re!air and fabrication sho!s$ A%ain, the sudden internment of 0erman en%ineers +because of the /ar'ho 'ere to u! a soda ash !lant for the Tatas, %a e L3T a chance to enter the field of installation* an area 'here their ca!ability became 'ell res!ected$

?$7$,$ The @ourney

In 7=??, ECC 'as incor!orated$ Around then, L3T decided to build a !ortfolio of forei%n collaborations$ By 7=?A, the Com!any re!resented British manufacturers of e#ui!ment used to manufacture !roducts such as hydro%enated oils, biscuits, soa!s and %lass$ In 7=?A, L3T si%ned an a%reement 'ith Cater!illar Tractor Com!any, 65A, for mar&etin% earth*mo in% e#ui!ment$ At the end of the 'ar, lar%e numbers of 'ar*sur!lus Cater!illar e#ui!ment 'ere a ailable at attracti e !rices, but the finances re#uired 'ere beyond the ca!acity of the !artners$ This !rom!ted them to raise additional e#uity ca!ital, and on :th Bebruary 7=?9, Larsen 3 Toubro (ri ate Limited 'as born$ Inde!endence and the subse#uent demand for technolo%y and e2!ertise offered L3T the o!!ortunity to consolidate and e2!and$ Offices 'ere set u! in .ol&ata, Chennai and Ne' Delhi$ In 7=?<, fifty*fi e acres of 25

unde elo!ed marsh and "un%le 'as ac#uired in (o'ai$ Today, (o'ai stands as a tribute to the ision of the men 'ho transformed this uninhabitable s'am! into a manufacturin% landmar&$

(ublic Limited Com!any In December 7=A>, L3T became a (ublic Com!any 'ith a !aid*u! ca!ital of Rs$ ; million$ The sales turno er in that year 'as Rs$7>$= million$ (resti%ious orders e2ecuted by the Com!any durin% this !eriod included the Amul Dairy Anand and Blast Burnaces at Rour&ela 5teel (lant$ /ith the successful com!letion of these "obs, L3T emer%ed as the lar%est erection contractor in the country$ In 7=A9, a ma"or !art of the com!anyKs Bombay office mo ed to ICI 1ouse in Ballard Estate$ A decade later this im!osin% %rey*stone buildin% 'as !urchased by L3T, and renamed as L3T 1ouse * its Cor!orate Office$ The si2ties sa' a si%nificant chan%e at L3T * 5$ .$ Toubro retired from acti e mana%ement in 7=9;$ The si2ties 'ere also a decade of ra!id %ro'th for the com!any, and 'itnessed the formation many ne' entures) 6TMAL +set u! in 7=9>-, Audco India Limited +7=97-, Eutectic /eldin% Alloys +7=9;- and TEN0L +7=9,-$ E2!andin% 1oriDons By 7=9?, L3T had 'idened its ca!abilities to include some of the best technolo%ies in the 'orld$ In the decade that follo'ed, the com!any %re' ra!idly, and by 7=:, had become one of the To!*;A Indian com!anies$ In 7=:9, 1olc&*Larsen 'as a'arded the Ma%saysay A'ard for International 6nderstandin% of his contribution to IndiaKs industrial de elo!ment$ 1e retired as chairman in 7=:<$ In the decades that follo'ed, the com!any %re' into an en%ineerin% ma"or under the %uidance of leaders li&e N$ M$ Desai, 6$ C$ Rao, 5$ D$ .ul&arni and A$ M$ Nai&$

26

TODAJ

Larsen 3 Toubro Limited is the lar%est en%ineerin% firm in 5outh Asia$ Our Net sales stood at Rs$;?<A,7 million, (BT at Rs$;:,=;$;> million and (AT at Rs$;7:,?$;> million +All fi%ures are as on ,7 st March ;>><Determined to become a !rofessionally mana%ed multinational, dedicated in !ro idin% o!timum satisfaction to both internal and e2ternal customers, L3T conducts business in line 'ith its Cor!orate Cision statement$ L3T is bein% led for'ard in the !ath of chan%e, by a team of dedicated !rofessional leaders, 'hose ision and constant stri in% for e2cellence has hel!ed the or%aniDation reach %reater hei%hts$

?$7$? 0lobal (resence

L3T has a %lobal !resence$ A thrust on international business o er the years has seen o erseas %ro'in% steadily$ The com!any has manufacturin% facilities in India, China, Oman and 5audi Arabia$ It has a %lobal su!!ly net'or& 'ith offices in 7> locations 'orld'ide, includin% 1ouston, London, Milan, 5han%hai, and 5eoul$ Customers include %lobal ma"ors in o er ,> countries.

27

?$7$A$ L 3 T at 0lance

L 3 T is en%a%ed in follo'in% !rinci!al business se%ments and en"oys mar&et dominance in all of them$ EN0INEERIN0 3 CON5TR6CTION It is the lar%est business se%ment of the com!any %eneratin% a ma"or !ortion of the re enues$ Brom a fabrication and construction led business, the Com!any has %raduated to a technolo%y based E(C Com!any 'ith ca!abilities for e2ecution of lar%e scale turn&ey !ro"ects for industries such as hydrocarbons, oil and %as, and !etrochemicals$ CON5TR6CTION L3T offers turn&eys construction ser ices and en%ineered turn&ey industrial and infrastructure !ro"ects in ci il, mechanical, electrical and instrumentation en%ineerin% throu%h ECC O its En%ineerin% Construction and Contracts di ision$ ECCGs construction ca!abilities ha e secured 'ide reco%nition from its clients, consultants, ratin% a%encies and construction industry in India and abroad$

28

INBORMATION TEC1NOLO0J L3T Infotech is a %lobal IT ser ices and solutions !ro ider$ It !ro ides a 'innin% ed%e to their clients by le era%in% the business*to*IT connect and dee!ly committed !eo!le$ DICER5IBIED B65INE55 0RO6( The di ersified business %rou! of L3T com!rises of a number of business lines, includin% construction e#ui!ment, earth mo in% e#ui!ment and hydraulic e#ui!ment$ ELECTRICAL 3 ELECTRONIC5 The Com!any has a leadershi! !osition in lo' tension 5'itch%ear and !etrol !um! business$ Business interests in Electronics include solutions for Control and Automation , Data !roducts, Telecom (ro"ects, Office Automation e#ui!ment, Test 3 Measurin% Instruments, (rocess Instruments 3 Control !roducts and Medical E#ui!ment$ 1EACJ EN0INEERIN0 DICI5ION L3TGs hea y en%ineerin% business acti ities, !ecialiDed in different !roduct lines, meet the needs of ma"or industries li&e chemical, !etrochemical, refinery, fertiliDer, oil and %as, !o'er, iron and steel, !a!er and !ul!, minerals and metals, !lastic and rubber and many more$(lant and e#ui!ment are desi%ned and manufactured to customer s!ecifications and arious strin%ent international codes$ L3T (O/ER LIMITED L3T (o'er Limited is dri in% the thrust to'ards a leadershi! !osition in the !o'er sector$ It 'ill deli er thermal !o'er !ro"ects, from conce!t to commissionin%, and 'ill desi%n and manufacture su!ercritical boilers, turbines and %enerators$

29

?$7$9$ 1R in ECC Di ision

ECC reco%niDes that !eo!le are the real source of com!etiti e ad anta%e$ It is throu%h !eo!le that ECC deli ers total customer satisfaction$ 1uman Resources !ractices at L3T ha e earned national reco%nition se eral times$ ECC*ites %o throu%h a !rocess of continuous learnin%, assisted by trainin% !ro%rams$ A!art from on*the*"ob trainin% and technical trainin%, o er 7>> !ro%rams on %eneral mana%ement and beha ioural to!ics are conducted each year$ 1R !ractices such as collaborati e !erformance a!!raisal, career 3 succession !lannin%, team re'ards ha e been institutionaliDed$ An e2tensi e and ri%orous recruitment !rocess ensures #uality induction$ L3TKs 0raduate En%ineer Trainee recruitment !rocess co ers IndiaKs ma"or en%ineerin% colle%es and institutions$ (ro%rams, !lant isits and com!rehensi e information*sharin% facilitate induction$ ECC Di ision has an on%oin% or%aniDation de elo!ment !ro%ram, 'hich is one of the lon%est sustainin% OD efforts in India$ ECCKs /or& culture em!hasiDes) P Breedom to e2!eriment P Continuous learnin% and trainin% P Trans!arency P Muality in all as!ects of 'or& P Re'ards based on !erformance and !otential

30

1R (OLICJ The basic !rinci!les of ECCKs 1uman Resources !olicies include Recruitment based solely on merit by follo'in% 'ell*defined and systematic selection !rocedures 'ithout discrimination 5ustain moti ated and #uality 'or& force throu%h a!!ro!riate and fair !erformance e aluation, re'ard and reco%nition systems Identify trainin% needs 'ithin the Or%aniDation and desi%n and im!lement those need based trainin% !ro%rams resultin% in continuous u! %radation of &no'led%e, s&ills and attitudes of the em!loyees Maintain a #uality 1uman Resource Mana%ement 5ystem to meet the international standards as !er I5O =>>7$ (lan, desi%n, train, e#ui! and moti ate the de!artment staff to meet this standard of e2!ectation$

?$7$: A'ads for 1R (ractices

Asia (acific 1R Concla e A'ard for the com!any 'ith EMost Inno ati e 1R !racticesF National a'ard for EBest 1RD (racticesF from I5TD National A'ard for Outstandin% /or& in 1uman Resource

Mana%ement from National 1RD Net'or& A'ard for Outstandin% 1uman Resources De elo!ment from Confederation of En%ineerin% Industry Inte%ration of Information Technolo%y 'ith 1R in ECC Di ision has been reco%niDed by the National 1RD Net'or&

31

?$7$<$ L 3 T Business at Baridabad

1ydrocarbon Mid 3 Do'n 5tream E3C Di ision L3T En%ineerin% L3T O 0ulf (ri ate Limited

1ydrocarbon 6!stream E3C Di ision

L3T Caldel En%ineerin%

L3T 5ar%ent 3 Lundy Limited L3T (o'er Limited L3T* M1I Boilers ECC Di ision Rail'ay Business 6nit

1ydel Business 6nit enture 'ith Ban%alore

L3T * Caldel En%ineerin% ( t$ Limited) A "oint en%ineerin% ser ices to the oil 3 %as sector$ L3T * 5ar%ent 3 Lundy Limited) A "oint !o'er sector$ L3T * M1I Boiler) A "oint

based Caldel En%ineers 3 Constructors ( t$ Ltd$ It offers u!stream

enture 'ith 5ar%ent 3 Lundy

+65A-, it offers a com!lete ran%e of en%ineerin% and desi%n ser ices for the

enture formed in ;>>:, 'ith @a!an based

Mitsubishi 1ea y Industry$ ItGs mission is to desi%n, manufacture, su!!ly, build and commission su!ercritical !ressure boilers used in coal*fired !o'er %eneration !lants$ L3T * 06LB (i!eline En%ineerin%) It is a @oint Centure of L3T and 65 based 0ulf Interstate En%ineerin% Com!any, 1ouston, Te2as +06LB-, one of the 'orldGs to! most en%ineerin% 3 !ro"ect mana%ement com!anies for hydrocarbon !i!elines and !ro ides creati e, !ractical solutions 'ith s!ecific focus on (i!eline En%ineerin%, from hydraulic modelin% and conce!tual desi%n throu%h detailed desi%n, !rocurement, construction mana%ement, commissionin% and start*u! acti ities$

32

?$7$=$ Cision
The L3T ision reflects the collecti e %oal of the com!any$ It stresses on the o erall de elo!ment of the human resources so as to be em!o'ered to meet the e2!ectations of the em!loyees, sta&eholders and the society$

33

?$7$7>$ L 3 T 0rade 5tructure

(resident3 Board Members

5r$ E2ecuti e Cice (residentN 5r$ Cice (resident

E2ecuti e Cice (resident 4!, 4" T"er 7 *Co2+

3!,

3", 2!,

3# 2",

T"er, *Co2+ 2# T"er 8 *Co2+ 1# T"er 9*Co2+ E.e5!t"2e *E+

1!,

1",

E1, E2, E3

S1, S2, S3 $S1, $S2

S!6er2"sor *S+ J!#"or S!6er2"sor *JS+

34

?$7$77$ Leadershi! Team

A$M$ Nai&
Chairman 3 Mana%in% Director

@$($Naya& /hole Time Director 3 (resident +Machinery 3 Industrial (roducts-

J$ M$ Deosthalee /hole Time Director 3 Chief Binancial Officer

R$ N$ Mu&hi"a /hole Time Director 3 (resident +Electrical 3 Electronics-

.$ Cen&ataramanan /hole Time Director 3 (resident +En%ineerin% 3 Constructions (ro"ects-

.$ C$ Ran%as'ami /hole Time Director 3 (resident +Construction-

Ma%a!u /hole Time Director 3 5enior E2ecuti e Cice (resident +IT and Technolo%y 5er ices-

M$C .ot'al /hole Time Director 3 5enior E2ecuti e Cice (resident +1ea y En%ineerin%-

35

?$; 1R (ractices at L3T

At L3T !eo!le are considered as a source of com!etiti e ad anta%e$ L3T* ites %o throu%h a !rocess of continuous learnin%, assisted by trainin% !ro%rams$ mana%ement A!art and from on*the*"ob trainin%, !ro%rams on %eneral beha ioural to!ics are also conducted$ Moreo er,

!erformance a!!raisal, career 3 succession !lannin%, team re'ards are also bein% !racticed$ The 1R (ractices at L3T ha e been reco%niDed and a!!reciated 'ith many A'ards from re!uted or%aniDations li&e I5TD, National 1RD Net'or&, Confederation of En%ineerin% Industry Trainin% and de elo!ment ision at L3 T * ETrainin% shall be a strate%ic business function, contributin% si%nificantly to or%aniDational, %rou! and indi idual effecti eness and %ro'th by fosterin% a stron% learnin% cultureF O'in% to the uni#ue nature of E3C business,the #uests be%ins 'ith identifyin% hi%h !erformers to ta&e leadershi! !ositions in Mana%ement, E2ecution and Technolo%y$ ?$;$7 T3D Model for E3C ,raining -nput* /e.elopment -nput*

AT E&C
E.6ert"se
(un'tional )nowledge, S&ill* +

Perso#a-"t'
anagerial + "eha.ioral #ompeten'ie*

#ompeten'ie* Co#2er4e#5e
#ompetent %or&for'e

F"4!re ,)9 3 Tra"#"#4 a#$ De2e-o6%e#t %o$e- o E&C D"2"s"o# o L&T 36

As the fi%ure ,$7 de!icts, trainin% in!uts are %i en to enhance the e2!ertise on functional &no'led%e, com!etencies and s&ills4 'hereas in!uts on mana%erial 3 beha ioral com!etencies lead to de elo!mental in!uts lead to o erall de elo!ment of the !ersonality$

?$;$;$Trainin% (ro%ram Desi%n (rocess

Desi%nin% of a Trainin% (ro%ram starts 'ith the Performance 'riented &evelopment Plan )P'&P*$ The consolidated trainin% needs of the em!loyees form the in!ut of the desi%nin% !rocess$ A structured a!!roach consistin% of a series of ste!s leads to the ma&in% of a customiDed trainin% !ro%ram$ (OD( is the tool for identifyin% de elo!mental needs of the em!loyee in line 'ith his "ob re#uirement$In (OD( form, Leadershi!, Technical 3 5B6NOD com!etency are identified$ The com!leted form is to be for'arded to 1R$The final out!ut of the !rocess is the annual trainin% calendar$ The entire !rocess could be ma!!ed on to a (DCA Cycle +(lan Do Chec& and Act-

7$ The !rocess is +Planned, by ma!!in% the trainin% needs of the !eo!le ;$ Trainin% need fulfillment si%nifies the +&o, !art of the cycle ,$ Re%ular +-hec.s, of the !ro%ram desi%n and im!lementation are conducted throu%h feedbac& mechanism and other tools ?$ Need based modification of the e2istin% !ro%rams si%nify the +$ct, !art of the cycle$

37

TRAININ0 (RO0RAM DE5I0N (ROCE55

Roll out a trainin% calendar as !er the (OD( analysis

Need Belt andNor Identified throu%h (OD(

Ste6 :

Ste6 9

Meetin% TM, 5B6 1eads and 5ub"ect Matter E2!erts to crystalliDe trainin% needs 5te! ;

Decide Li&ely faculty, material !re!aration and administrati e details 5te! :

Ma&e broad frame'or& and roadma!

,raining 0rogram /e*ign 0ro'e**

5te! ,

BinaliDe Module Content and (eda%o%y 5te! 9

Beedbac& form Bunctional E2!erts and 1R on the draft 5te! A

De elo! Clear Trainin% (ro%ram Ob"ecti es) O erall (ro%ram Desi%n and Module 5te! ?

38

?$;$, (eo!le De elo!ment Initiati es at L3T

The arious initiati es in the field of !eo!le de elo!ment at L3T are di ided into fi e %rou!s as sho'n in fi%ure ,$;)

;PMP Le2e-

CBT Peo6-e De2e-o6%e#t I#"t"at"2es at L&T GLOPAT

E.ter#aTra"#"#4 Pro4ra%

CALD

Bi%ure ,$; O Carious (eo!le De elo!ment Initiati es at L3T

CALD * Ca!abilities and Leadershi! De elo!ment CALD A!!reciation +CALD O A-) CALD is an initiati e 'here the com!etencies re#uired by !ersons at arious le els and functions across the E3C business are identified$ Learnin% Modules ha e been de elo!ed in areas of Mar&etin%, En%ineerin%, (rocurement, Construction, (ro"ect (lannin% 3 5chedulin% etc by Curriculum De elo!ment Teams 'ith facilitation by the Core Team$ This !ro%ram is based on real life !roblems that arise durin% the !ro"ects$

39

CALD Blac&belt +CALD O BB-) CALD Blac&belt (ro%ram 'as concei ed to build com!etencies identified for the Tactical Leadershi! Le el +Mana%erN 5enior Mana%erN Assistant 0eneral Mana%er-, 'here the ob"ecti e is to build com!etencies throu%h e2!eriential learnin% based on case studies built around real !ro"ect e2!eriences$ 0LO(AT This !ro%ram 'as started 'ith an ob"ecti e to de elo! %lobal business acumen and leaders 'ho 'ould dri e and mana%e E3CGs international initiati es$ 0LO(AT is the acronym for 0lobetrottin% e2!ats 'ho com!lete one forei%n assi%nment after another and mo e directly from country to country$ The !ro%ram ma"orly co ers the follo'in% to!ics) L International Mar&etin% 3 5trate%ic 5ellin% L Customer Relationshi! Mana%ement L International Contracts 3 La' L International Ris& 3 Insurance M(M( Le el O D Certification) A reco%niDed Le el D certification scheme is bein% administered in India by (MA, India$ E3C has a tie*u! 'ith (ro"ect Mana%ement Association +(MAfor s!onsorin% its !ro"ect mana%ers to this e2amination$ L3T also !ro ides the re#uired su!!ort and resources to hel! the em!loyees %et throu%h this certification$ The main re#uirements for each le el are deri ed from ty!ical acti ities, res!onsibilities and re#uirements from !ractice are as follo's) I(MA Le el A to direct all !ro"ects of a com!any, branch or a !ro%ram$ I(MA Le el B to mana%e com!le2 !ro"ects himNherself$ I(MA Le el C to mana%e non*com!le2 !ro"ects and assist the mana%er of a com!le2 !ro"ect on all as!ects of (ro"ect Mana%ement$ L International Binance 3 Ta2ation L 1ealth, 5afety 3 En ironment L Cross Cultural Mana%ement L 0lobal Business 5trate%y

40

I(MA Le el D to ha e (ro"ect Mana%ement &no'led%e in all elements and as!ects$ Com!etency Based Trainin% (ro%rams +CBT-) Most of the beha ioral N mana%erial trainin% !ro%rams are or%aniDed by Cor!orate 1R$ They roll out a trainin% calendar t'ice a year and in ite nominations from across the ODs$ E2ternal Trainin% (ro%rams) Em!loyees can attend rele ant !ro%rams, conferences or seminars arran%ed by e2ternal a%encies by %ettin% an a!!ro al from the 5B6 1ead and 1R 1ead$ To nominate oneself for such !ro%ram one needs to fill u! the E2ternal Trainin% Re#uisition Borm$ 7$7$7$ Other Initiati es Core De elo!ment (ro%rams) Cor!orate 1R or%aniDes Core De elo!ment (ro%rams for all cadres of em!loyees in coordination 'ith (remier Mana%ement 5chools of India$ Assessment Centre) L3T has in !lace Assessment Centers for identification of !otential leaders from all cadres of em!loyees$ Nominations are based on consistent %ood !erformance of em!loyees$

MDC Lona ala

41

 Trainin% Council) The 1R team of Baridabad, has recently formed a trainin% council consistin% of the different 5B6 1eads, and the internal trainers$ This council is li&e an ad isory committee formed to stren%then the lines of communication and to better understand the trainin% re#uirements of the em!loyees of the arious units and to conduct the trainin% !ro%rams more effecti ely by reflectin% on the %a!s, stren%ths, 'ea&nesses of the arious as!ects of the trainin% !ro%rams$ CRE5T +Celebratin%, Reco%niDin%, E2!loration, 5harin% and Transfer of Learnin%- O the ATL Club) ATL stands for Any Time Learnin%$ ATL (ortal is com!any 'ide e*learnin% initiati e of Cor!orate 1R 'herein em!loyees %et an access to a number of certificate courses in different fields, and they can ta&e !art in arious com!etitions held for the L3T em!loyees li&e essay 'ritin% com!etition$ In addition to this, under the resources cate%ory, they can also access Ebsco, Buffett 5ecrets, and Learn Lan%ua%es throu%h ATL$ They can maintain their o'n trainin% calendar, and ie' their !ro%ress in arious curriculums$ The learnin% catalo% at ATL !ro ides different learnin% streams li&e) Bunctional Beha ioural Certicification in 5trate%ic Business Mana%ement Certicification in 1uman Resource Mana%ement 5!ecialiDed Cate%ory etc Em!loyees can refer to the manual that is !ro ided or they can ta&e a #uic& tour of ATL to use it in a better 'ay and it &ee!s them u!dated 'ith all the im!ortant announcements$ CRE5T O the ATL Club of Baridabad is an initiati e by 1R and the users of

42

ATL to further the mission of continual learnin% and to facilitate sharin% of information, celebratin% ATL successes4 or%aniDin% tal&sN#uiD !ro%ramsNlearnin% cafesNboo& re ie's and other learnin% initiati es$

?$;$?$Leadershi! !ro%ram
Larsen 3 Toubro Limited finds its name amon% the To! En%ineerin% com!anies of the 'orld$ O'in% to the nature of the businesses, they need talented !eo!le to ta&e u! Leadershi! !ositions$ L3T addresses the as!irations of the em!loyees by de elo!in% a uni#ue Leadershi! Module$ The module offers three sets of Leadershi! Role (aths* one for the 'ould* be mana%ers +ML(s-, one for the e2ecution s!ecialists +EL(s 3 5L(s- and another for technolo%ists +TL(s- 'ho !refer to remain close to technolo%y throu%hout their careers$ The arious Leadershi! !ro%rams are based on the ty!e of roles the Leaders 'ill be e2!ected to !erform) 5trate%ic) Mana%ementN Business 3 Technolo%y Leadershi! (ro%rams O!erational) E2ecution Leadershi! (ro%ram 3 5u!er isory Leadershi! (ro%ram

43

?$;$A$MANA0EMENT LEADER51I( (RO0RAM Mana%ement Leadershi! (ro%ram +ML(is an or%aniDation 'ide

inter ention to identify, %room and retain a !ool of hi%h !otential em!loyees, from 'hich dynamic leaders can be chosen for fulfillin% business needs$ The leadershi! talent is identified usin% a com!etency measurement tool i$e$ Assessment Centres based on real business scenario simulations$ The !ro%ram encom!asses %roomin% hi%h !otential talent throu%h Coachin% initiati es and Trainin% !ro%rams desi%ned to stren%then com!etencies. 7$ Assessment Centres) Assessment Centre is a multi rater, multi tool !rocess of measurin% !otential$ 5!read across ;*, days, the Centres !ro ide an off*line o!!ortunity to demonstrate com!etence and they establish a !latform to screen the nominees across the benchmar&ed com!etencies$ Latent leadershi! talent is screened and reco%niDed$ ;$ Business Leader Inter ie' 'ith a senior !anel The assessment Centres are follo'ed by Qcom!etency Based Inter ie'sQ 'ith a senior !anel$ The one to one interactions !ro ide a basis to re* confirm the results so %enerated throu%h the assessment !rocess$ ,$ Beedbac& Beedbac& com!letes the entire assessment loo! and forms a si%nificant !art of the ML( Identification !rocess

44

?$;$9$MANA0EMENT LEADER51I( (RO0RAM The Technolo%ist Leadershi! (ro%ramme +TL(- is an initiati e directed to'ards identifyin% and de elo!in% the em!loyees 'ho ha e a stron% desire to enhance business !erformance throu%h the route of technolo%y$ L3T o!erates in the areas 'here leadershi! in technolo%y translates to %reater mar&et share, hi%her re enue and sustained !rofits$ The future business scenario for L3T 'ill be in shar! contrast to 'hat it is at !resent and constitute hi%her com!onent of hi%h technolo%y areas$ Assessment (rocess for Technolo%y Leader 7$ Technolo%y Assessment Centre +TACThis assessment centre focuses on e aluatin% the leadershi! com!etencies as a!!licable to the Technolo%y Leader$ The TL( assessment centre is similar to the ML( centre in terms of the tools used$ The tools include %rou! e2ercise, !resentation, role*!lay and inter ie'$ ;$ Tech Tal&R As a !art of the assessment !rocess, a technical !resentation termed as ITech Tal&G is introduced , to assess the candidateGs com!etencies related to Technolo%y$ Each candidate is as&ed to ma&e a !resentation on his role in the technolo%y de elo!ment, in his de!artment, to a !anel of e2!erts$ This !anel, 'hich !robes the candidate on s!ecific com!etencies, consists of senior !ersons from different ODs and also eminent !ersonalities from academia and re!uted institutes$ ,$ Technolo%y Leadershi! Inter ie's The TL( assessment concludes 'ith the Technolo%y Leadershi! Inter ie' by a t'o*member !anel consistin% of a To! Mana%ement !erson from a

45

different O!eratin% Di ision$ The candidates at the Co enanted le els +Middle and 5enior Mana%ement- ma&e a brief !resentation to !anel focusin% mainly on le era%in% Technolo%y for %ainin% com!etiti e ad anta%e$ ?$;$:$ 56(ERCI5ORJ LEADER51I( (RO0RAM The 5u!er isory Leadershi! (ro%ramme +5L(- !rocess see&s to identify and %room em!loyees, 'ho "oined in 5u!er isory cadre and sho' e2em!lary !erformance and !otential and !ro ide them sco!e for faster %ro'th and focused de elo!ment, As they rise into E2ecuti e !ositions they are %i en an o!!ortunity to ta&e !art in the EL(, ML(, and TL( !rocesses$ Assessment (rocess for a 5u!er isory Leader /ritten Tests) This assessment focuses on e aluatin% the leadershi! com!etencies as a!!licable to a 5u!er isory Leader$ The tools include ability test, !sychometric tests etc$ Bunctional Inter ie's) The 5L( assessment includes a Bunctional .no'led%e Inter ie' by a three*member !anel, 'hich focuses on de!th and breadth of &no'led%e in the functional area$ 5u!er isory Leadershi! Inter ie's) The 5L( assessment concludes 'ith the 5u!er isory Leadershi! Inter ie' by a t'o*member !anel consistin% of ; 5enior Mana%ement !ersons from different businesses$

46

A$ RE5EARC1 MET1ODOLO0J
The !ro"ect 'as underta&en to assess the effecti eness of the arious

trainin% and de elo!ment !ro%rams bein% carried out at Larsen and Toubro Limited$ 5ome of the !ro%rams or%aniDed by the 1R team of Baridabad Cam!us, for the o erall de elo!ment of the em!loyees 'ere) (lannin% 3 E2ecution Identifyin% Trainin% Needs M5 E2cel Effecti e (resentation 5&ills Train the Trainer Leadershi! (ro%ram

A$7$Locale of the 5tudy

Thou%h this or%aniDation has many branches all o er India and in other countries too, but the current study is limited to its Baridabad cam!us 'hich is the ECC Di ision and currently em!loys :;, em!loyees and o er ;>> trainees +0ET, (0ET, DT, ET-$

A$;$ 5am!le 5tudy

The study 'as di ided on the basis of arious trainin% !ro%rams that 'ere conducted in the or%aniDation durin% the !eriod of the internshi! i$e$ @une and @uly$ The sam!le selection 'as done on the basis of con enience sam!lin%, 'here the data 'as collected from the em!loyees 'ho 'ere readily a ailable$ The sam!le siDe aried for each trainin% !ro%ram$

A$,$ Data Collection

(rimary sources) The !rimary data 'as collected throu%h instruments li&e #uestionnaires, feedbac& forms, obser ation, etc$ The data 'as collected from the arious em!loyees 'ho !artici!ated in the arious trainin% !ro%rams, the trainers, their su!er isors and the !eo!le from the 1R 47

de!artment of the com!any$ The research 'as di ided into !arts accordin% to the arious trainin% !ro%rams$ 5econdary sources) The secondary data 'as collected from the em!loyee handboo&, the "ournals, ma%aDines, ne's!a!ers, internet, !roceedin%s of conferences N seminars etc$

A$?$ Data Analysis

5ince the !ro"ect in ol ed e aluatin% the effecti eness of the trainin% !ro%rams at arious le els, a number of statistical tools alon% 'ith tables and %ra!hical re!resentations 'ere used$ 5ome of the tools used 'ere measures of central tendency, cross tabulation , chi s#uare test, etc$ The statistical analysis is su!!orted 'ith data in tabulated form 'here er necessary$ The #uestionnaires that 'ere formed consisted of closed ended #uestions e2ce!t 'hen as&in% for some %eneral comments li&e in the feedbac& forms$ The trainees ha e %i en the ratin% to !arameters of different !ro%rams$ The minimum ratin% %i en is 7 and the ma2imum ratin% %i en is 7>$Cross tabulation is done 'hich indicates the fre#uency module of each score for different !ro%rams$ Chi s#uare test is used to find the si%nificance of different !arameters in trainin% !ro%rams$ The alue of the test*statistic is S; T +O O E-; N E /; T Chi s#uare$ ' T an obser ed fre#uency E T an e2!ected fre#uency Chi*5#uare 1y!othesis) 1o) The null hy!othesis +(*Calue U >$>A- means there is no association bet'een !arameter and !ro%ram$ 1a) The alternate hy!othesis +(*Calue VT >$>A- means there is association bet'een !arameter and !ro%ram$

48

9$ ANALJ5I5 AND INTER(RETATION

Bor all the trainin% !ro%rams, feedbac& from the !artici!ants 'as collected immediately after the com!letion of the !ro%ram throu%h feedbac& forms +Anne2ure*7-$ This feedbac& 'as collected 'ith res!ect to three ariables i$e$ 5&illed Bacilitator, (ro%ram Content 3 Co era%e and En ironment 3 Location$ Also, an o erall ratin% of the !ro%ram 'as as&ed$

9$7$7 Abbre iations O

5WD. O 5&illed Bacilitator * De!th of &no'led%e 5WC( O 5&illed Bacilitator * Communications and (resentations 5&ills 5WBT * 5&illed Bacilitator * Ability to focus on main to!ic 5WMT O 5&illed Bacilitator O Ability to mana%e time effecti ely 5WAM * 5&illed Bacilitator O Ability to ans'er #ueries raised (WAO O (ro%ram Content 3 Co era%e * 1o' far !ro%ram achie es its ob"ecti e (WMM O (ro%ram Content 3 Co era%e O Muality of course material (WCT * (ro%ram Content 3 Co era%e * Co era%e of to!ic (WTM * (ro%ram Content 3 Co era%e O Trainin% Methodolo%y used (WAT * (ro%ram Content 3 Co era%e O A!!licability of 'hat has been tau%ht (WR( * (ro%ram Content 3 Co era%e O Rele ance of !ro%ram to "ob EWAM O En ironment and location O A ailability of re#uired material EWCL O En ironment and location * Con enient Location EWCE O En ironment and location O Comfortable En ironment OR( O O erall ratin% of !ro%ram (LN 3 ESC O (lannin% and E2ecution (ro%ram ITN O Identifyin% Trainin% Needs (ro%ram M5 ESCEL O M5 E2cel (ro%ram EBB (R 5.L O Effecti e (resentation 5&ill TTT O Train the Trainer (ro%ram LDR51( O Leadershi! (ro%ram

49

Res_ID 1 2 3 ! $ % " 9 10 11 12 13 1! 1$ 1% 1" 1 19 20 21 22 23 2! 2$ 2% 2" 2 29 30 31 32 33 3! 3$ 3% 3" 3 39 !0 !1 !2 !3 !! !$ !% !" ! !9 $0 $1 $2 $3 $! $$ $% $" $ $9 %0 %1 %2 %3 %! %$

Prg_Name S_DK S_CP S_FT S_MT S_AQ P_AO P_QM P_CT P_TM P_AT P_RP E_AM E_CL E_CE ORP PLN & EXC 10 10 10 10 10 9 10 10 10 9 10 10 10 10 10 PLN & EXC 9 10 9 10 10 9 9 9 9 9 9 9 9 9 9 PLN & EXC 9 9 9 10 10 9 9 9 9 9 PLN & EXC 9 10 9 9 " 9 " 9 9 #$ PLN & EXC " " " PLN & EXC 10 10 10 10 9 10 10 10 10 10 9#$ PLN & EXC 9 10 9 9 10 10 9 10 9 9 9 9 ! #$ PLN & EXC 9 10 10 9 10 9 10 10 9 9 9 10 10 10 10 PLN & EXC 9 9 9 9 9 9 " " " 9 PLN & EXC " 9 % 9 9 % 9 " " 9 9 9 " PLN & EXC " " " % % ! ! $ $ $ " PLN & EXC 9 9 9 10 9 " 9 PLN & EXC 9 9 " 9 9 " PLN & EXC 10 10 9 9 9 9 9 10 10 3 9#$ ITN " " % % " " " " " 9 9 ITN 10 9 9 10 10 10 9 9 9 9 9 9 9 ITN " " " " " ! " " " ITN 9 " 9 " 9 9 1 $ #$ ITN " " " 9 10 9 ITN " " " " " " " " " ITN " " % " % % " $ " % " ITN " " " " % % $#$ % % % % %#$ ITN " " " " " " % " " " " " ITN " " " " % " % % % " ITN " % " " " " " " " ITN " " $ " % " % ITN " 9 9 9 ITN 9 " " 9 " 9 9 9 ITN " 9 9 9 9 10 10 10 9 10 9 ITN " " " " % " " " " ITN 10 " " " " " ITN 10 9 10 10 10 9 10 9 10 10 9 9 9 ITN 10 10 10 10 10 10 9 10 10 10 10 10 10 10 10 ITN 9 9 9 9 " " " ITN 9 9 9 9 9 9 9 9 #$ ITN " " 9 9 9 9 9 MS EXCEL 9 9 " " 9 " " % 9 9 " % " MS EXCEL 9 " 9 " $ " $ % " " MS EXCEL 9 10 9 10 9 9 9 9 9 9 9 9 9 9 MS EXCEL 9 " " " " $ 9 MS EXCEL 9 9 9 " " " 9 9 9 9 MS EXCEL 9 " " " " 9 " " " " " MS EXCEL 9 9 " " " " % MS EXCEL " " 9 " " 9 9 MS EXCEL 9 9 9 9 9 10 10 10 MS EXCEL 3 $ ! 2 2 " ! ! % $ " 9 ! MS EXCEL % 10 10 % 9 MS EXCEL 9 9 " 9 9 9 10 10 10 9 MS EXCEL 9 10 9 10 10 " " 9 9 9 9 9 MS EXCEL 10 10 9 " 10 9 9 9 9 MS EXCEL 10 10 9 9 9 9 9 9 9 10 10 10 9 MS EXCEL 9 9 " " 9 9 " " 9 2 $ $ MS EXCEL 9 9 9 9 9 9 9 9 9 9 9 9 9 MS EXCEL 10 10 10 9 10 9 10 9 10 10 9 9 10 10 MS EXCEL 9 " 9 10 " 9 9 9 9 10 MS EXCEL 9 9 " 9 9 9 " 9 9 9 EFF PR SKL 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 EFF PR SKL 10 10 10 10 10 10 10 10 10 10 10 10 10 10 EFF PR SKL 9 9 9 9 % " 9 EFF PR SKL 10 10 10 10 10 10 9 10 10 9 9 10 10 10 10 EFF PR SKL 10 10 10 10 10 10 9 10 10 10 10 10 10 10 10 EFF PR SKL 9 10 9 9 9 10 " 9 10 10 9 9 EFF PR SKL 9 9 10 9 9 9 10 10 10 9 EFF PR SKL 9 10 9 10 9 9 9 10 10 10 9 10 9 9 9#$ EFF PR SKL 9 10 9 9 9 10 10 10 9 9 9 9 10 9

50

%% %" % %9 "0 "1 "2 "3 "! "$ "% "" " "9 0 1 2 3 ! $ % " 9 90 91 92 93 9! 9$ 9% 9" 9 99 100 101

EFF PR SKL EFF PR SKL EFF PR SKL EFF PR SKL EFF PR SKL TTT TTT TTT TTT TTT TTT TTT TTT TTT TTT TTT TTT TTT LDRS&P LDRS&P LDRS&P LDRS&P LDRS&P LDRS&P LDRS&P LDRS&P LDRS&P LDRS&P LDRS&P LDRS&P LDRS&P LDRS&P LDRS&P LDRS&P LDRS&P LDRS&P

9 9 10 10 10 9 10 9 9 9 10 9 10 10 9 9 10 9 10 10 10 10 10 9 9 9 10 " 10 " " 10

10 10 10 9 10 9 9

9 10 10 9 10 9 9

" 9 10 10 " 9 9 9 10 9 9 " 9 10 9 10 9 9 9 10 9 10 10 9 10 9 9 9 % 10 9 " 10 10

9 10 10 10 9 9 9 9 " 9 9 9 10 10 " 9 10 10 9 9 " 10 10 9 9 9 9 % 10 " 9 9 10 9 10 10 9 9 10 9 10 9 9 9 9 " 9 10 9 10 10 " 9 9 % " 9 %

9 9 10 10 9 10 9 9 9

9 10 9 10 9 10 9 10 9 9 10 9 10 10 10 9 % 9 9 9 10 9 " 9 9 9 9 10 ! " " "

9 9 10 10 9 10 9 10 9 9 10 9 10 10 10 9 9 9 10 9 10 9

9 10 10 10 10 10 10 9 9 9 10 9 10 10 10 10 10 10 10 10 10 "

9 9 10 10 10 " % 9 " % % 10 10 9 " 9 9#$ 10 9 " 9 9 9 9 " 9 10 10 10 10

10 10 10 9

9 10 " 10 10 9 9 10 9 10 9 9 10 10

9 9 9 10 " 10

9 9 9 10 9 9

10 10 10 10 9

9 9 " 10 10 9

9 9 10

10 " 9 9 9 9 9 10 9 9

10 10 10 % 9 % 9 % % " " 10 10 10 " % %

10 9 9 " " 3 " 9 9 9 10

% 9 9 " 9 $ " " " $ 10 $ " 9 9 " 9 % 10 %

9 " 10 % 9 10

% 10 $ " "

10 " 10 " 9 "

9 10 10

% ! " " " 9 9 10 $ " 10

"

9 "

9 10

10 " " % " " " " 9 9 10 % " 9 10

10 9 %

9 % 10 " "#$

51

9$7 5.ILLED BACILITATOR * De!th of &no'led%e

CO6NT

(R0

<

7>

TOTAL

(LN 3 ESC ITN M5 ESCEL EBB (R5 5.ILL TTT LDR51I( TOTAL

> > > > > > >

> > > > > > >

> > 7 > > > 7

> > > > > > >

> > > > > > >

> > 7 > > > 7

; : > > > , 7;

; 77 9 7 > , ;,

: 7 = : : ? ,A

, , , 9 9 < ;=

7? ;; ;> 7? 7, 7< 7>7

In the abo e cross tabulation, 'e study the si%nificance of !arameter ,de!th of &no'led%e$ The trainees ha e %i en score from 7 to 7>$This cross tab indicates the fre#uency module of each score$ The ma2imum fre#uency module is ,A corres!ondin% to score =$ 5o this !arameter is si%nificant as ma2imum trainees ha e %i en score =$

. Bi%$ 9$7 0ra!h sho'in% the score for !arameter, de!th of &no'led%e

52

On runnin% the chi s#uare test for %i en data, follo'in% table is obtained$ Calue De!th of &no'led%e (earson chi s#uare No of alid cases A7$=A? 7>7 alue as A7$=A? and de%ree of ;A df 5i%nificance le el $>>7

This table indicates (earson chi s#uare

freedom +df- as ;A$ The si%nificance le el is >$>>7+V >$>A-$ /e may re"ect the null hy!othesis 'ith =A X le el of confidence and conclude that !arameter s&illed &no'led%e is si%nificant$ In other 'ords it is concluded that there is an association bet'een s&illed &no'led%e and !ro%ram$ 9$;$5.ILLED BACILITATOR * Communication and (resentation 5&ills

CO6NT

(R0

<

7>

TOTAL

(LN 3 ESC ITN M5 ESCEL EBB (R5 5.ILL TTT LDR51I( TOTAL

> > > > > > >

> > > > > > >

> > > > > > >

> > > > > > >

> > > > > > >

> > > > > 7 7

7 = > > 7 7 7;

; < , ; ; 9 ;,

? ? 77 ; A A ,7

: 7 9 7> A A ,?

7? ;; ;> 7? 7, 7< 7>7

In the abo e cross tabulation, 'e study the si%nificance of !arameter ,communication and !resentation s&ills$ This cross tab indicates the fre#uency module of each score$ The ma2imum fre#uency module is ,? corres!ondin% to score 7> and fre#uency module ,7 for score =$ 5o this !arameter is si%nificant as ma2imum trainees ha e %i en score 7> and =$

53

Bi%$ 9$; 0ra!h sho'in% the score for !arameter, communication 3 $ !resentations s&ills

On runnin% the chi s#uare test for %i en data, follo'in% table is obtain Calue Communication (resentation s&ills (earson chi s#uare No of alid cases 3 ?=$7:; 7>7 alue as ?=$7:; and de%ree of ;> df 5i%nificance le el $>>>

This table indicates (earson chi s#uare

freedom +df- as ;>$ The si%nificance le el is >$>>>+V >$>A-$ /e may re"ect the null hy!othesis 'ith =A X le el of confidence and conclude that !arameter communication 3 !resentation s&ills is si%nificant$ In other 'ords it is concluded that there is an association bet'een and communication and !resentation s&ills the !ro%rams

54

9$, 5.ILLED BACILITATOR * Ability to focus on main to!ic CO6NT (R0 7 ; , ? A 9 : < = 7> TOTAL

(LN 3 ESC ITN M5 ESCEL EBB (R5 5.ILL TTT LDR51I( TOTAL

> > > > > > >

> > > > > > >

> > 7 > > > 7

> > > > > > >

> > 7 > > 7 ;

7 7 > > > 7 ,

> = : > > , 7=

A ? : 7 ? : ;<

A A ? 9 : , ,>

, , 7 : ; , 7=

7? ;; ;> 7? 7, 7< 7>7

In the abo e cross tabulation, 'e study the si%nificance of !arameter ,ability to focus on main to!ic$ The trainees ha e %i en score from 7 to 7>$This cross tab indicates the fre#uency module of each score$ The ma2imum fre#uency module is ,> corres!ondin% to score = and fre#uency module ;< for score <$ 5o this !arameter is si%nificant as ma2imum trainees ha e %i en score =$

Bi%$ 9$, 0ra!h sho'in% the score for !arameter, ability to focus on main to!ic

55

On runnin% the chi s#uare test for %i en data, follo'in% table is obtain Calue Ability to focus on main to!ic (earson chi s#uare No of alid cases ?;$7;9 7>7 ;A df 5i%nificance le el $>7:

This table indicates (earson chi s#uare

alue as ?;$7;9 and de%ree of

freedom +df- as ;A$ The si%nificance le el is >$>7: +V >$>A-$ /e may re"ect the null hy!othesis 'ith =A X le el of confidence and conclude that !arameter ,ability to focus on main to!ic is si%nificant$ In other 'ords it is concluded that there is an association bet'een the !arameter and !ro%ram and all !ro%rams are able to focus on main to!ic$ 9$?$5.ILLED BACILITATOR * Ability to mana%e time effecti ely CO6NT (R0 7 ; , ? A 9 : < = 7> TOTAL

(LN 3 ESC ITN M5 ESCEL EBB (R5 5.ILL TTT LDR51I( TOTAL

> > > > > > >

> > > > > > >

> > > > > > >

> > 7 > > > 7

> > > > > > >

> ; > > > 7 ,

; < 9 ; 7 7 ;>

A < < > ; > ;,

? 7 ? A : = ,>

, , 7 : , : ;?

7? ;; ;> 7? 7, 7< 7>7

In the abo e cross tabulation, 'e study the si%nificance of !arameter ability to mana%e time effecti ely$ The trainees ha e %i en score from 7 to 7>$This cross tab indicates the fre#uency module of each score$ The ma2imum fre#uency module is ,> corres!ondin% to score =$ 5o this !arameter is si%nificant as ma2imum trainees ha e %i en score = and all !ro%rams are able to mana%e time effecti ely$

56

Bi% 9$? 0ra!h sho'in% the score for !arameter, ability to mana%e time effecti ely On runnin% the chi s#uare test for %i en data, follo'in% table is obtain Calue Ability to effecti ely mana%e time ?=$9:= 7>7 ;A df 5i%nificance le el $>>;

(earson chi s#uare No of alid cases

This table indicates (earson chi s#uare

alue as ?=$9:= and de%ree of

freedom +df- as ;A$ The si%nificance le el is >$>>; +V >$>A-$ /e may re"ect the null hy!othesis 'ith =A X le el of confidence and conclude that !arameter , ability to mana%e time effecti ely is si%nificant$ In other 'ords it is concluded that there is an association bet'een the !arameter, mana%e time effecti ely and all !ro%rams$

57

9$A$ 5.ILLED BACILITATOR * Ability to ans'er #ueries used CO6NT (R0 7 ; , ? A 9 : < = 7> TOTAL

(LN 3 ESC ITN M5 ESCEL EBB (R5 5.ILL TTT LDR51I(

> > > > > > >

> > 7 > > > 7

> > > > > > >

> > 7 > > > >

> > > > > > >

> ; > > > 7 ,

7 A ? > ; ; 7?

, 77 ? 7 7 ; ;;

? 7 9 9 : < ,;

9 , A : , A ;=

7? ;; ;> 7? 7, 7< 7>7

In the abo e cross tabulation, 'e study the si%nificance of !arameter ability to ans'er #ueries used$ The trainees ha e %i en score from 7 to 7>$This cross tab indicates the fre#uency module of each score$ The ma2imum fre#uency module is ,; corres!ondin% to score =$ 5o this !arameter is si%nificant as ma2imum trainees ha e %i en score = and there is association bet'een !ro%rams and this !arameter

Bi% 9$A 0ra!h sho'in% the score for !arameter, ability to ans'er #ueries raised$ 58

On runnin% the chi s#uare test for %i en data, follo'in% table is obtain Calue Ability raised to ans'er #ueries ,<$:9, 7>7 alue as ,<$:9, and de%ree of ;A df 5i%nificance le el $>,=

(earson chi s#uare No of alid cases

This table indicates (earson chi s#uare

freedom +df- as ;A$ The si%nificance le el is >$>,= +V >$>A-$ /e may re"ect the null hy!othesis 'ith =A X le el of confidence and conclude that !arameter, ability to ans'er #ueries raised is si%nificant$ In other 'ords it is concluded that there is an association bet'een the !arameter and all !ro%rams$ /e find that in all the !ro%rams, trainer is able to ans'er the #ueries raised$

9$9$(RO0RAM CONTENT AND COCERA0E O 1o' far !ro%ram achie e its ob"ecti eH CO6NT (R0 7 ; , ? A 9 : < = 7> TOTAL

(LN 3 ESC ITN M5 ESCEL EBB (R5 5.ILL TTT LDR51I(

> > > > > > >

> > 7 > > > 7

> > > > > > >

> > > > > > >

> > > > > 7 7

7 , > > > > ?

7 : ; > > , 7,

: 9 = , A = ,=

? ? < , , ? ;9

7 ; > < A 7 7:

7? ;; ;> 7? 7, 7< 7>7

In the abo e cross tabulation, 'e study the si%nificance of !arameter, achie in% ob"ecti es of !ro%ram$ The ma2imum fre#uency module is ,= corres!ondin% to score <$ 5o this !arameter is si%nificant and all !ro%rams are able to meet their ob"ecti es

59

Bi% 9$9 0ra!h sho'in% the score for !arameter, achie in% ob"ecti es of the !ro%ram$ On runnin% the chi s#uare test for %i en data, follo'in% table is obtain 1o' far !ro%ram achie e its Calue ob"ecti e H (earson chi s#uare No of alid cases AA$=,9 7>7 df 5i%nificance alue ,> $>>,

This table indicates (earson chi s#uare

alue as AA$=,9 and de%ree of

freedom +df- as ,>$ The si%nificance le el is >$>>, +V >$>A-$ /e may re"ect the null hy!othesis 'ith =A X le el of confidence and conclude that this !arameter is si%nificant and all the !ro%rams are able to meet their ob"ecti es$

60

9$:$(RO0RAM CONTENT AND COCERA0E O Muality of course material

CO6NT

(R0

A$A

<

7>

TOTAL

(LN 3 ESC ITN M5 ESCEL EBB (R5 5.ILL TTT LDR51I(

> > > > > > >

> > > > > > >

> > > > > > >

> > > > > > >

> 7 7 > > ; ?

> 7 > > > > 7

7 ? > 7 > , =

> 9 9 7 ; , 7<

A 9 : A 7 9 ,>

A ? ? A : , ;<

, > ; ; , 7 77

7? ;; ;> 7? 7, 7< 7>7

In the abo e cross tabulation, 'e study the si%nificance of !arameter, #uality of course material$ The trainees ha e %i en score from 7 to 7>$This cross tab indicates the fre#uency module of each score$ The ma2imum fre#uency module is ,> corres!ondin% to score < and fre#uency module ;< for score =$ 5o this !arameter is si%nificant and #uality of course material is %ood in all the !ro%rams$

Bi% 9$: 0ra!h sho'in% the score for !arameter, #uality of course material$

61

On runnin% the chi s#uare test for %i en data, follo'in% table is obtain Muality of course material (earson chi s#uare No of alid cases Calue ,?$==: 7>7 alue as ,?$==: and de%ree of df ,> 5i%nificance le el $;?,

This table indicates (earson chi s#uare

freedom +df- as ,>$ The si%nificance le el is >$;?,+V >$>A-$ /e may re"ect the null hy!othesis 'ith =A X le el of confidence and conclude that !arameter, #uality of course material is si%nificant$ In other 'ords it is concluded that there is association bet'een all the !ro%rams and #uality of material$

9$<$(RO0RAM CONTENT AND COCERA0E O Co era%e of to!ic CO6NT (LN 3 ESC ITN M5 ESCEL EBB (R5 5.ILL TTT LDR51I( TOTAL 7 ; , ? A 9 : < = 7> TOTAL

> > > > > > >

> > > > > > >

> > > > > > >

> > 7 > > > 7

> > > > > > >

7 ; > > > ; A

; 77 : > 7 ; ;,

, 9 9 ; A A ;:

A 7 9 ? A : ;<

, ; > < ; ; 7:

7? ;; ;> 7? 7, 7< 7>7

In the abo e cross tabulation, 'e study the si%nificance of !arameter, co era%e of to!ic$ The trainees ha e %i en score from 7 to 7>$This cross tab indicates the fre#uency module of each score$ The ma2imum fre#uency module is ;< corres!ondin% to score and fre#uency module ;: for score < 5o this !arameter is si%nificant and the to!ic 'as co ered in all the !ro%rams

62

Bi% 9$< O 0ra!h sho'in% the score for !arameter, co era%e of to!ic$

On runnin% the chi s#uare test for %i en data, follo'in% table is obtain Co era%e of To!ic (earson chi s#uare No of alid cases Calue ?=$>,A 7>7 alue as ?=$>,A and de%ree of df ;A 5i%nificance le el $>>,

This table indicates (earson chi s#uare

freedom +df- as ;A$ The si%nificance le el is >$>>,+V >$>A-$ /e may re"ect the null hy!othesis 'ith =A X le el of confidence and conclude that !arameter, co era%e of to!ic is si%nificant$ There is association bet'een co era%e of to!ic and all the !ro%rams$

63

9$=$(RO0RAM CONTENT AND COCERA0E * Trainin% Methodolo%y CO6NT (R0 7 ; , ? A 9 : < = 7> TOTAL

(LN 3 ESC ITN M5 ESCEL EBB (R5 5.ILL TTT LDR51I( TOTAL

> > > > > > >

> > > > > > >

> > > > > > >

> > 7 > > 7 ;

> 7 7 > > > ;

> , ; > > 7 9

> : ; > > ? 7,

, : 9 , ; ; ;,

< , : , A < ,?

, 7 7 < 9 ; ;7

7? ;; ;> 7? 7, 7< 7>7

In the abo e cross tabulation, 'e study the si%nificance of !arameter , trainin% methodolo%y$ The trainees ha e %i en score from 7 to 7>$This cross tab indicates the fre#uency module of each score$ The ma2imum fre#uency module is ,? corres!ondin% to score =$ 5o this !arameter is si%nificant as ma2imum trainees ha e %i en score =$

64

Bi% 9$= O 0ra!h sho'in% the score for !arameter, trainin% methodolo%y

On runnin% the chi s#uare test for %i en data, follo'in% table is obtained$ Trainin% Methodolo%y (earson chi s#uare No of alid cases Calue A7$=A, 7>7 df ,> 5i%nificance le el >$>><

This table indicates (earson chi s#uare alue as A7$=A, and de%ree of freedom +df- as ,>$ The si%nificance le el is >$>><+V >$>A-$ /e may re"ect the null

65

hy!othesis 'ith =A X le el of confidence and conclude that !arameter trainin% methodolo%y is si%nificant$ 5o, it is concluded that bet'een trainin% methodolo%y and all the !ro%rams$ there is association

9$7>$(RO0RAM CONTENT AND COCERA0E * A!!licabilty of 'hat has been tau%ht

CO6NT

(R0

<

7>

TOTAL

(LN 3 ESC ITN M5 ESCEL EBB (R5 5.ILL TTT LDR51I( TOTAL

> > > > > > >

> > > > > > >

> > > > > > >

7 > > > > > 7

> > > > > > >

> 7 ; > > > ,

; ? ? > > , 7,

A = 9 ; ; 9 ,>

A A : 9 A A ,,

7 , 7 9 9 ? ;7

7? ;; ;> 7? 7, 7< 7>7

In the abo e cross tabulation, 'e study the si%nificance of !arameter , a!!licability of 'hat has been tau%ht$ The ma2imum fre#uency module is ,,, corres!ondin% to score = and fre#uency module ,> for score <$5o this !arameter is si%nificant as ma2imum trainees ha e %i en score of = to it$

66

Bi% 9$7> * 0ra!h sho'in% the score for !arameter, a!!licability of 'hat has been tau%ht On runnin% the chi s#uare test for %i en data, follo'in% table is obtained$ A!!licability of 'hat has been Calue tau%ht (earson chi s#uare No of alid cases ,;$9>< 7>7 df ;A 5i%nificance le el $>?7

67

This table indicates (earson chi s#uare

alue as ,;$9>< and de%ree of

freedom +df- as ;A$ The si%nificance le el is >$>?7+V >$>A-$ /e may re"ect the null hy!othesis 'ith =A X le el of confidence and conclude that !arameter, a!!licability of 'hat has been tau%ht is si%nificant $ 5o it is concluded that there is association bet'een this !arameter and !ro%ram$ 9$77$(RO0RAM CONTENT AND COCERA0E O Rele ance of !ro%ram to "ob CO6NT (R0 7 ; , ? A 9 : < = 7> TOTAL

(LN 3 ESC ITN M5 ESCEL EBB (R5 5.ILL TTT LDR51I( TOTAL

> > > > > > >

> > > > > > >

> > > > > > >

7 > > > > > 7

> > 7 > > > 7

> ; 7 > > > ;

7 ? ; 7 > ; 7>

? 9 : ; 7 : ;:

9 : 7> ? ? ; ,,

; , > : < : ;:

7? ;; ;> 7? 7, 7< 7>7

In the abo e cross tabulation, 'e study the si%nificance of !arameter, rele ance to "ob$ The trainees ha e %i en score from 7 to 7>$This cross tab indicates the fre#uency module of each score$ The ma2imum fre#uency module is ,, corres!ondin% to score = and fre#uency module ;: corres!ondin% to score < and 7>$5o, 'e find that si%nificant$ this !arameter is

68

Bi% 9$77 * 0ra!h sho'in% the score for !arameter, rele ance of !ro%ram to "ob

On runnin% the chi s#uare test for %i en data, follo'in% table is obtained$ Rele ance of !ro%ram to "ob (earson chi s#uare No of alid cases Calue ?9$<;A 7>7 alue as ?9$<;A and de%ree of df ,> 5i%nificance le el $>;9

This table indicates (earson chi s#uare

freedom +df- as ,>$ The si%nificance le el is >$>;9+V >$>A-$ /e may re"ect the null hy!othesis 'ith =A X le el of confidence and conclude that !arameter, rele ance of !ro%ram to "ob is si%nificant $ 5o it is concluded that all these !ro%rams are rele ant to "ob$

9$7;$ENCIRONMENT 3 LOCATION O A ailability of re#uired material

69

CO6NT

(R0

<

7>

TOTAL

(LN 3 ESC ITN M5 ESCEL EBB (R5 5.ILL TTT LDR51I( TOTAL

> 7 > > > > 7

> > 7 > > > 7

> > > > > 7 7

> 7 > > > > 7

7 > 7 > > > ;

> > 7 > > > 7

; , ? > 7 , 7,

A 7, A ; A A ,A

, ; A , ? 9 ;,

, ; , = , , ;,

7? ;; ;> 7? 7, 7< 7>7

In the abo e cross tabulation, 'e study the si%nificance of !arameter, co era%e of to!ic$ This cross tab indicates the fre#uency module of each score$ The ma2imum fre#uency module is ,A corres!ondin% to score < and fre#uency module ;, for score = and 7>$ 5o it is concluded that re#uired material is a ailable in all the !ro%rams$

Bi% 9$7; * 0ra!h sho'in% the score for !arameter, a ailability of re#uired

70

material$ On runnin% the chi s#uare test for %i en data, follo'in% table is obtained$ A ailability material of re#uired Calue ?=$:=7 7>7 alue as ?=$:=7 and de%ree of df ?A 5i%nificance le el $;<<

(earson chi s#uare No of alid cases

This table indicates (earson chi s#uare

freedom +df- as ?A$ The si%nificance le el is >$;<<+V >$>A-$ /e may re"ect the null hy!othesis 'ith =A X le el of confidence and conclude that !arameter, a ailability of re#uired material is si%nificant$ It is concluded that re#uired material is a ailable li&e stationary , etc in all the !ro%rams$

9$7,$ENCIRONMENT 3 LOCATION O Con enient Location CO6NT (R0 7 ; , ? A 9 : < = 7> TOTAL

(LN 3 ESC ITN M5 ESCEL EBB (R5 5.ILL TTT LDR51I( TOTAL

> > > > > > >

> > > > > > >

> > > > > > >

> > > > > 7 7

7 7 7 > > 7 ?

> 7 7 > ? , =

; , ; > ; A 7?

? < ? ? 7 ? ;A

? : = , ; ; ;:

, ; , : ? ; ;7

7? ;; ;> 7? 7, 7< 7>7

In the abo e cross tabulation, 'e study the si%nificance of !arameter, con enient location$ This cross tab indicates the fre#uency module of each score$ The ma2imum fre#uency module is ;: corres!ondin% to score = and fre#uency module ;A for score <$ 5o it is concluded that location 'as con enient in all the !ro%rams$

71

Bi% 9$7, * 0ra!h sho'in% the score for !arameter, con enient location On runnin% the chi s#uare test for %i en data, follo'in% table is obtained$ Con enient Location (earson chi s#uare No of alid cases Calue ,=$9,? 7>7 alue as ,=$9,? and de%ree of df ,> 5i%nificance le el $>7;

This table indicates (earson chi s#uare

freedom +df- as ,>$ The si%nificance le el is >$>7; +V >$>A-$ /e may re"ect the null hy!othesis 'ith =A X le el of confidence and conclude that !arameter, con enient location is si%nificant$ It is concluded that trainees found con enient location in all the !ro%rams$

9$7?$ENCIRONMENT 3 LOCATION O Comfortable En ironment

72

CO6NT

(R0

<

7>

TOTAL

(LN 3 ESC ITN M5 ESCEL EBB (R5 5.ILL TTT LDR51I( TOTAL

> > > > > > >

> > > > > > >

7 > > > > > 7

7 > > > > > 7

7 > 7 > > > ;

> > > > , ; A

7 ; ; > ; < 7A

? 77 : , , ; ,>

, : 9 , ; , ;?

, ; ? < , , ;,

7? ;; ;> 7? 7, 7< 7>7

In the abo e cross tabulation, 'e study the si%nificance of !arameter, comfortable en ironment$ This cross tab indicates the fre#uency module of each score$ The ma2imum fre#uency module is ,> corres!ondin% to score <$5o, it is concluded that trainees found comfortable en ironment in all the !ro%rams$

73

Bi% 9$7? * 0ra!h sho'in% the score for !arameter4 comfortable en ironment$ On runnin% the chi s#uare test for %i en data, follo'in% table is obtained$ Comfortable En ironment (earson chi s#uare No of alid cases Calue 97$7A: 7>7 alue as 97$7A: and de%ree of df ,A 5i%nificance le el $>>?

This table indicates (earson chi s#uare

freedom +df- as ,A$ The si%nificance le el is >$>>? +V >$>A-$ /e may re"ect the null hy!othesis 'ith =A X le el of confidence and conclude that !arameter4 comfortable en ironment is si%nificant$ It is concluded that trainees found comfortable en ironment in all the !ro%rams

9$7A$OCERALL RATIN0 OB T1E (RO0RAM

CO6NT

(R0

9$A

:$A

<

<$A

=$A

7>

TOTAL

(LN 3 ESC ITN M5 ESCEL EBB (R5 5.ILL TTT LDR51I( TOTAL

> > > > > > >

> > > > > > >

> > > > > > >

> > 7 > > > 7

> > > > > > >

> > > > > ; ;

> 7 > > > > 7

; 9 7 > ; 7 7;

> > > > > 7 7

; = : , ; 7> ,,

; ; > > > > ?

? , = ? A ; ;:

; > > ; > > ?

; 7 ; A ? ; 79

7? ;; ;> 7? 7, 7< 7>7

74

In the abo e cross tabulation, 'e study the si%nificance of o erall ratin% of !ro%ram$ This cross tab indicates the fre#uency module of each score$ The ma2imum fre#uency module is ,, corres!ondin% to score <$ The ne2t hi%hest fre#uency module is for score =$5o, it is concluded that trainees found the !ro%rams o erall effecti e$

Bi% 9$7A 0ra!h sho'in% the scores of o erall ratin% of the !ro%ram$ On runnin% the chi s#uare test for %i en data, follo'in% table is obtained$ O erall ratin% of the !ro%ram (earson chi s#uare No of alid cases Calue 9:$=:7 7>7 alue as 9:$=:7 and de%ree of df ?A 5i%nificance le el $>7A

This table indicates (earson chi s#uare

freedom +df- as ?A$ The si%nificance le el is >$>7A +V >$>A-$ /e may re"ect the null hy!othesis 'ith =A X le el of confidence and conclude that !arameter, o erall ratin% of the !ro%ram is si%nificant$ It is concluded that trainees found o erall !ro%ram effecti e$

75

:$ Conclusions and Recommendations

Conclusions 7$ Effecti eness E aluation of the Beedbac& Borm The feedbac& form 'as found to be #uite effecti e in ca!turin% the reaction of the !artici!ants$ Also, in the indi idual test of si%nificance of the factors, it 'as found that all the three factors i$e$ 5&illed Bacilitator, (ro%ram Content 3 Co era%e and En ironment 3 Location !ro%rams$ ;$ Effecti eness E aluation of the each (arameter The &epth of .no0ledge1 !arameter 'as found effecti e in the cross tabulation 'ith ma2imum fre#uency module corres!ondin% to score =$> on a scale of 7>$ The -ommunication & Presentation S.ills1 !arameter 'as found effecti e in the cross tabulation 'ith ma2imum fre#uency module corres!ondin% to score 7>$> on a scale of 7> The $2ility to focus on main Topic1 !arameter 'as found effecti e in the cross tabulation 'ith ma2imum fre#uency module corres!ondin% to score =$> on a scale of 7> The $2ility to manage time effectively1 !arameter 'as found effecti e in the cross tabulation 'ith ma2imum fre#uency module corres!ondin% to score =$> on a scale of 7>$ The $2ility to ans0er 3ueries raised1 !arameter 'as found effecti e in the cross tabulation 'ith ma2imum fre#uency module corres!ondin% to score =$> on a scale of 7>$ The Program achieving its o24ectivity1 !arameter 'as found effecti e in the cross tabulation 'ith ma2imum fre#uency module corres!ondin% to score <$> on a scale of 7>$ are si%nificant in all the

76

The 5uality of course material1 !arameter 'as found effecti e in the cross tabulation 'ith ma2imum fre#uency module corres!ondin% to score <$> on a scale of 7>$

The -overage of topic1 !arameter 'as found effecti e in the cross tabulation 'ith ma2imum fre#uency module corres!ondin% to score <$> on a scale of 7>$

The Training Methodology1 !arameter 'as found effecti e in the cross tabulation 'ith ma2imum fre#uency module corres!ondin% to score =$> on a scale of 7>

The $pplica2ility of 0hat has 2een taught1 !arameter 'as found effecti e in the cross tabulation 'ith ma2imum fre#uency module corres!ondin% to score =$> on a scale of 7>$

The Relevance of program to 4o2 1 !arameter 'as found effecti e in the cross tabulation 'ith ma2imum fre#uency module corres!ondin% to score =$> on a scale of 7>$

The $vaila2ility of re3uired material1 !arameter 'as found effecti e in the cross tabulation 'ith ma2imum fre#uency module corres!ondin% to score <$> on a scale of 7>$ The -onvenient #ocation1 !arameter 'as found effecti e in the cross tabulation 'ith ma2imum fre#uency module corres!ondin% to score =$> on a scale of 7>$ The -omforta2le Environment1 !arameter 'as found effecti e in the cross tabulation 'ith ma2imum fre#uency module corres!ondin% to score <$> on a scale of 7>$ The 'verall rating of the Program1 !arameter 'as found effecti e in the cross tabulation 'ith ma2imum fre#uency module corres!ondin% to score <$> on a scale of 7>$

77

Recommendations Bor identifyin% the trainin% needs of the em!loyees, other methods alon% 'ith (OD( forms must be used li&e focus %rou!s, !erformance a!!raisal, inter ie's, tests etc$ This 'ill hel! in &no'in% the actual trainin% needs of the em!loyees$ Efforts should be made to &no' the desired outcome of the trainin% and then the trainin% !ro%rams should be !lanned accordin%ly$ /hile measurin% the beha ioural chan%e, ,9> mechanism can be used, 'here the beha ioural chan%e is measured from the !ers!ecti e of the trainee himself, his su!erior, his subordinates and collea%ues$ To find out 'hether or not to continue 'ith a trainin% !ro%ram, control %rou!s can be used to find out if the %rou! under%oin% the trainin% is !erformin% better than the %rou! 'hich has not under%one that trainin%$ A !ositi e 'or& en ironment 'ill hel! foster chan%e$ Re'ardin% the em!loyees sho'in% a !ositi e chan%e 'ill hel! in sustainin% the chan%e$

78

BIBLIO0RA(1J BOO.5 )
16MAN RE5O6RCE MANA0EMENT O .$A5/A T1A((A 16MAN RE5O6RCE DECELO(MENT O C$B$ 06(TA

/EB5ITE5 )
///$0OO0LE$COM ///$/I.I(EDIA$COM ///$1RM06IDE$NET

79